Pengaruh Manajemen Kepala Sekolah Dan Profesionalisme Guru Terhadap Kinerja Guru

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh manajemen kepala sekolah dan profesionalisme guru terhadap kinerja guru. Penelitian ini menggunakan metode kuantitatif dengan jenis penelitian korelasional. Populasi penelitian ini sebanyak 309 orang yaitu guru-guru SD Negeri Kecamatan Tanjung Raja. Sampel penelitian sebanyak 76 orang. Teknik pengumpulan data menggunakan dokumen dan kuesioner. Data dianalisis menggunakan teknik analisis korelasi dan regresi ganda. Hasil penelitian menunjukkan bahwa: (1) manajemen kepala sekolah berpengaruh terhadap kinerja guru di SD Negeri Kecamatan Tanjung Raja; (2) prosionalisme guru tidak berpengaruh terhadap kinerja guru di SD Negeri Kecamatan Tanjung Raja; (3) manajemen sekolah dan profesionalisme guru secara bersama-sama tidak berpengaruh terhadap kinerja guru di SD Negeri Tanjung Raja.

The Effect of Teacher Certification and Work Motivation on Performance of Teachers PNS SD Negeri

“…Evaluating is nothing but obtaining data about the status of something is compared to a predetermined standard or measure, because evaluating is also measuring, [5] The method of this research is quantitative research by describing the research findings.…”

“…Teachers who have high job satisfaction will work with enthusiasm, so as to provide opportunities to achieve high work results, School as a leader education organization that pays attention to aspects of teacher performance satisfaction. School as an educational institution or institution which is a place where the educational process is carried out has a complex and dynamic system [2] Teachers who have high professionalism will be seen from various aspects both in terms of pedagogical, professional and social competencies [3] Teacher certification is to get good and professional teachers, who have the competence to carry out the functions and goals of the school in particular, as well as educational goals in general, according to community needs and guidance from the Mulyasa era [4] The role of certification, namely that teachers or lecturers better understand the rights and obligations in (Law No.14 / 2005 article 14 paragraph (1), among others; (1) earn an income above the minimum necessities of life and social welfare games; (2) get promotions and rewards according to with assignments and achievements work; (3) obtaining protection in carrying out duties and intellectual property rights; (4) obtaining opportunities to improve competence; (5) obtaining and utilizing learning facilities and infrastructure to support the smooth running of Advances in Social Science, Education and Humanities Research, volume 565 professional duties; (6) having freedom in providing assessments and participate in determining graduation, awards, and sanctions to students in accordance with educational principles, teacher code of ethics, and laws and regulations; (7) gain a sense of security and guarantee safety and carry out duties; (8) have the freedom to associate in professional organizations; (9) have the opportunity to play a role in determining educational policies; (10) have the opportunity to develop and improve academic qualifications and competencies; and (11) obtain training and professional development in their respective fields.…”

“…Teacher work motivation is an encouragement that can cause the teacher to do good or maximum to achieve the goals that have been set [5] Motivation can be interpreted as a driving force that has become active. Motives become active at certain times, especially when the need to achieve goals is felt.…”

Peningkatan Mutu Melalui Implementasi Manajemen PAKIS

“…Mutu pendidikan berkaitan erat dan sangat dipengaruhi oleh manajemen kepala sekolah (Nurkuntari 2016). Dalam rangka menjamin mutu pendidikan secara terus-menerus maka seorang kepala sekolah mesti memiliki kemampuan manajerial yang baik (Puspitasari, Tobari, and Kesumawati 2020). Memimpin sekolah tentunya berbeda dengan memimpin perusahaan ataupun organisasi lainnya.…”

Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience

“…Researches that are similar to this research tried to see the professionalism of early childhood teachers, especially about the efforts of teachers in developing the Education Unit Level Curriculum based on the 2013 Curriculum (Danur and Nurhafizah, 2019), teacher professionalism to improve the quality of learning (Bali Literature, 2016), teacher professionalism based on academic qualifications and tenure at the primary and secondary education levels (Alamsyah et al, 2020;Putri Komalasari, 2014). Meanwhile, according to some previous literature, teacher professionalism is essential to be developed to motivate and improve early childhood learning outcomes (Armani and Margunani, 2017;Marlina et al, 2020;Puspitasari et al, 2021;Syaifulloh, 2017). In fact, this research tries to analyze the professionalism of Early Childhood Teachers in mastering teaching materials based on academic qualifications and work experience.…”